Primary School History Curriculum in Contemporary Greece (Year 5): The Church, Economic Crisis, and Society

2012 ◽  
Vol 5 (1) ◽  
pp. 73-90
Author(s):  
Stilianos Meselidis
Keyword(s):  
Primary School ◽  
Economic Crisis ◽  
History Curriculum ◽  
School History ◽  
The Church

scholarly journals The impact of the economic crisis on the mental health of Portuguese primary-school children

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
D Costa ◽  
M Cunha ◽  
C Ferreira ◽  
A Gama ◽  
A M N Rodrigues ◽  
...  
Keyword(s):  
Mental Health ◽  
Financial Crisis ◽  
Primary School ◽  
Economic Crisis ◽  
Negative Impact ◽  
Public Health Programs ◽  
School Aged Children ◽  
Related Quality ◽  
Health Related ◽  
The Impact

Abstract Objective To measure the impact of the economic crisis on the mental health correlates of Portuguese children attending primary school during 2016. Methods Cross-sectional analysis of primary school-aged children and their parents (n = 1157), conducted in public and private schools of three Portuguese districts. Parent reports of children mental health symptoms (Strengths and Difficulties Questionnaire - SDQ) and children self-reports of health-related quality of life (KIDSCREEN-27) and depressive, anxiety and stress symptoms (Depression, Anxiety and Stress Scales, Children version - DASS-C), were compared according to a set of yes/no questions on how the economic crisis changed the normal aspects of routine life (e.g. During the financial crisis did you had to use savings? Started buying cheaper food?). Linear regression models were fitted for the SDQ, the KIDSCREEN-27 and the DASS-C as dependent variables adjusted for children sex, socioeconomic status and district of residence. Results Affirmative answers to the crisis impact questions were associated with more frequent psychosocial functioning problems in children, with poorer self-reported health-related quality of life and with more frequent symptoms of depression, anxiety and stress. Conclusions Portuguese children mental health correlates show significant worse scores for those whose parents declared having to change daily routine habits as a result of the recent macroeconomic financial crisis, compared to those who did not change habits. Public Health programs should be developed to mitigate the potential negative impact of the financial crisis to the mental health of children. Key messages A negative impact on children mental health was observed as a result of the economic crisis. Public health programs designed to mitigate the impact of the economic crisis should include primary-school aged children.

scholarly journals Curriculum Reform and the Teaching of History in High Schools during the Ma Ying-jeou Presidency

2017 ◽  
Vol 46 (1) ◽  
pp. 101-130
Author(s):  
Vladimir Stolojan
Keyword(s):  
High School ◽  
High Schools ◽  
Curriculum Reform ◽  
Policy Making ◽  
History Curriculum ◽  
School History ◽  
Policy Making Process ◽  
The Subject ◽  
First Time ◽  
Taiwan Independence

The last two years of Ma Ying-jeou's (Ma Yingjiu) presidency saw the eruption of a controversy surrounding proposed revisions to the high school history curriculum. Although not the first time that the subject of history has exacerbated the tensions between holders of a China-centred view of Taiwan's history and those favouring a more Taiwan-centred approach, this crisis, which took place mainly between 2014 and 2015, was undoubtedly the fiercest witnessed by the Taiwanese society in the sphere of educational issues. By putting the 2014–2015 dispute into perspective through a review of the different attempts made by the pro-Taiwan independence Chen Shui-bian (Chen Shuibian) and the pro-unification Ma Ying-jeou governments to edit the history curriculum, this article will underline the specificities of this particular controversy. This contribution will, therefore, help to shed new light not only on the perception of Taiwan's history promoted by the Ma administration, but also the policy-making process which characterised the last years of Ma's presidency.

Francis Edgar Jones, 16 January 1914 - 10 April 1988

1990 ◽  
Vol 35 ◽  
pp. 179-199
Keyword(s):  
Primary School ◽  
Church Of England ◽  
Grammar School ◽  
Under Five ◽  
The Third ◽  
Hands On ◽  
Teachers Training ◽  
The Church

Francis Edgar Jones was born on 16 January 1914 in Wolverhampton. His father, the son of a miner, was educated at the Rugby Grammar School and a teachers’ training college, and became a teacher in 1898. He met Frank’s mother, whose family name was Franks, while teaching at Barnet. Early in the 1900s they moved north to Wolverhampton and remained there until they moved again to Dagenham in 1921. Frank was the third born in a family of two boys and two girls. At the age of just under five he was sent to the Church of England Primary School at Heathdown, Wolverhampton, where the discipline was strict. Frank had a vivid recollection of life at the school: ‘When we arrived at a quarter to nine, we first had to place our hands on the desk in front, palms face down, to see that we had clean nails. Next we had to stand on the form to have our boots inspected to make sure they were clean. After prayers, school began and our reward for a good week’s work was to be allowed to work with raffia - of different colours - on Friday afternoons.’

Some Student Teachers' Conceptions of Creativity in Primary School History

2011 ◽  
Vol 9 (2) ◽  
pp. 15-24
Author(s):  
Anthony Blake ◽  
Gail Edwards ◽  
Douglas P. Newton ◽  
Lynn D. Newton
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
School History

scholarly journals STUDENTS' EVALUATION OF SUCCESS IN AN ONLINE MENTORING PROGRAM

2010 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Mahboubeh Asgari
Keyword(s):  
Primary Sources ◽  
Mentoring Program ◽  
Online Mentoring ◽  
Web Based ◽  
Ongoing Research ◽  
History Curriculum ◽  
School History ◽  
Mentoring Functions ◽  
Reading Materials ◽  
Use Of Knowledge

This paper examines the contributors to a successful online educational program. In particular, it focuses on an online mentoring program called Tracking Canada's Past (TCP) which was implemented in three high schools in British Columbia, Canada, in 2003. Tracking Canada's Past investigated the application of online mentoring in the high school history curriculum through the use of Knowledge Forum® software–a web-based group workspace in which students could share and discuss their ongoing research with their online mentors and other students. The goal of TCP project was to help students understand the concept of history as a discipline through online mentoring and the use of “primary” sources, in addition to standard textbooks. There were 72 students and 16 online mentors involved in this study, approximately one mentor for each group of 5-11 students. Through a series of pre- and post-program surveys and interviews, data were collected on the students' backgrounds, expectations for specific mentoring functions, affective responses to mentoring, and the mentoring functions they recognized receiving. Volunteer mentors were also asked about the mentoring functions and the type of advice they would offer to their students. Findings from this study indicated that students' judgments of a successful online mentoring program were best predicted by the helpfulness of the questions mentors asked, the usefulness of the reading materials and/or web resources they recommended, the helpfulness of mentors in developing questions or ideas to investigate, the level of trust students placed in their mentors, and the helpfulness of the online workspace where students and mentors shared their ideas. These findings suggest that the most important determinants of a successful online mentoring program are those that online program designers have the ability to refine over time.

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